Alina's Cognitive Disabilities

The Behavior Assessment System for Children, Third Edition (BASC 3) is a comprehensive set of rating scales and forms that help parents, teachers, and clinicians understand the behaviors and emotions of children and adolescents. The BASC 3 Rating Scales measures both adaptive and clinical characteristics in the home and school settings. The Parent Rating Scales and Teacher Rating Scales were completed by Christopher’s mother Mrs. Chavez and Christopher teacher, Ms. Mask. Scores in the table below, are based on a Mean of 50 and an SD of 10. On the Clinical Scales, scores of 60+ indicate difficulties, with those difficulties rising to the level of clinical significance at 70. High scores on these scales are indicative of behaviors that are

The BASC – 2 Behavioral and Emotional Screening System - BASC-2 BESS (2007) is a mental health screener used to assess behavioral, emotional strength and weaknesses in children and adolescents, ages 3-18. The assessment was developed by Randy Kamphaus and Cecil R. Reynolds (2007); Published by Pearson, Cost: $60. The test is designed to provide a triangulated view of a child’s behavioral, emotional functioning, adaptive and maladaptive skills by using a cross informant strategy (BASC-2 BESC; Reynolds & Kamphaus, 2007). Teachers, Students, and Parents are equally considered when the screening is administered so a sensitive prediction of child and adolescents future behavioral and emotional functioning can be assessed.

I found these points to be important because it shows Rita had difficutly with speech when she was younger. Rita also has an average IQ, but is getting with Cs and Ds in class. Also, her PIAT-R scores are average or above average, except for several reading or writing categories. This indicates something is adversely effecting her educaitonal performance. I believe there is not enough information for Rita to qualify for services. For example, we do not know if Rita is having difficulty with speech and language as a ten year old. We also do not know if her auditory receptors are functioning properly or if Rita has a hearing

The assignment entailed the creation of a functional behavior assessment (FBA) so that a behavior intervention plan (BIP) could be created for this child with these profound and undesired behaviors. Our instructor Dr. Rock gave us comprehensive instructions, an excel spreadsheet template, and a rubric to guide

Ali shows a deficit in intellectual functions at school as he has difficulty learning his numbers and letters, he has a hard time following their games or understanding their rules. Furthermore, his estimated IQ of around 68 confirms this deficit. These facts added to Ali’s tendency to throw tantrum when things does not go his way affect his social participation and social responsibility. Because Ali’s trouble have been noted since preschool it is clear that it started during childhood. Ali seems to be behind his peers as he is having problems to play with them for a lack of understanding. He demonstrates problem to follow at school, specifically with numbers and letters recognition. Ali demonstrates difficulty at expressing his feelings other

Chloe’s most recent review of cognitive and learning abilities was completed in early 2014. The key findings include stronger verbal intellectual skills (average) than non-verbal intellectual skills (low average); the abstract reasoning that is needed for many maths tasks. Whilst her working memory and processing speed

Separation anxiety disorder (SAD) is one of the most common anxiety disorders in preadolescent children and can cause serious distress in a child’s life. Having separation anxiety disorder in childhood can significantly increase the chances of internalizing problems and other anxiety disorders. Unfortunately, because separation anxiety is common in children it is hard to determine if the behaviors the children are displaying are atypical. Although there are various types of treatment options for SAD, parent-child interaction therapy (PCIT) can be extremely helpful particularly in the school system as teachers can adopt the same techniques using teacher-child interaction therapy (TCIT). Therefore, the child is not only receiving treatment at home, their treatment is consistent at school. PCIT has proved to be an efficient and popular treatment for SAD, which will be outlined and confirmed in this paper through analysis of PCIT and TCIT.

Charlita’s IEP team, which includes the parents, worked on special education services to help the student improve at school. In addition, as a foundation for higher achievement, the IEP team will identify: Charlita’s current level of learning or performance, but also the effect or impact of her disability on learning. This process is compared to planning a trip to another country. You need to know where you are starting, as well as any challenges that you can encounter. Based on Charlita’s file, the spelling and reading decoding skills are significantly below her ability. She appears to perform better on nonverbal based

This young girl because of a score of 67 on the IQ test unfortunately has the DSM-5 diagnosis of dyslexia. Dyslexia is a general term for disorders that involve difficulty in learning to read or interpret words, letters, and other symbols, but that do not affect general intelligence. This young girl as stated in the first scenario she is having a hard time with reading and arithmetic problems and is

Landon presents with at best below average cognitive potential (Verbal=87) but there is no real evidence that he is actually underachieving. His current cognitive performance is comparable to how he previously test and it appears he is working at or above his potential at this time. Therefore based upon the data collected during this assessment, he does not meet established guidelines for possible learning disabilities.

Carolanne was assessed in a 1:1 assessment over the course of three class periods lasting approximately two hours. Rapport was established and maintained throughout testing. Carolanne appeared nervous at first and began getting comfortable during the interview. She was soft-spoken and displayed appropriate verbal skills. She expressed herself when asked questions. She reported that she experiences anxiety at home and in school. Carolanne was motivated and did not appear adversely affected by frustration. She appeared nervous (e.g. no eye contact/looking around the room) with the verbal task items. She often stated that she could not put into words. As items increased with difficulty, Carolanne often needed more time to respond to the task. Due to the testing administration procedures, Carolanne lost credit for a few items as her correct responses were given after the allotted time period. Overall, giving the testing conditions and Carolanne 'effort, the current results appear to be an accurate estimate of her cognitive ability.

Caitlyn describes her ADD as “it’s like looking at a picture and I see all the individual parts and those parts come together to make the whole.” “After I take my meds, I see the picture as a whole, and I don’t need to think about the individual parts”. Caitlyn reiterated again and again that her ADD was “not a disability”. She believes the only effect ADD has had on her life is her inability to finish her schoolwork which in turn affects her grades. She does not want to receive “special treatment” for her ADD, and does not like the term disability. When asked what strategies she uses to get schoolwork done, she answered, “meds”.

Emotional disturbance disorder can be broken into two categories internalized or externalized. A child primarily exhibits only one form of behavior, but on rare occasions display both. External behaviors are easily noticed by teachers because they may consist of acting aggressive, provoking peers, getting out of seat constantly and refusing to stay on task. Internal behaviors are much harder to recognize because they have good grades and very few discipline problems but the issue of attendance may be an issue (Davis, Young, Hardman, & Winters, 2011). The best solutions to prevent disruptions are to use preventative measure when possible. Parental approval for a functional behavior assessment (FBA) will allow for a licensed specialist in school psychology to evaluate what leads to the child’s behavior. This will allow for the LSSP to create preventative strategies and a behavior intervention plan (BIP) if necessary. Behavior modifications can benefit both teachers and parents; the use of positive reinforcement and incentives to encourage the child the use of less disruptive more socially acceptable behavior will lead to a less stressed environment. This can be accomplished if both parents and teachers collaborate with each other along with the professionals involved with the child (Fenell, 2013). Everyone working together will

Her WRAT-4 scores were indicative of grade placement abilities in spelling, approximately a grade lower in word reading, and two or three grades lower in sentence comprehension. During the Vocabulary test on the WAIS-IV, she exhibited difficulty with explaining verbal concepts. However, her verbal comprehension index score fell within the average range compared to same-age peers. On the aphasia screening, TV’s responses suggested difficulty with reading and dyslexia.

Unfortunately there are many factors that could potentially lead to the causation of an intellectual disability. Sometimes there are autosomal genetic disorders that may contribute to the child’s intellectual disability. Autosomal disorders happen when one or both of the child’s parents pass an allele for a given disorder on to their children thus turning into either a recessive or a dominant gene (Richards, et al., 2015). This could be causally linked to Julia as her brother has shown that he has some minor cognitive development problems as well in terms of reading. Another common factor for many intellectual disabilities and heritability is the their relation to sex-linked disorders. These disorders are related to the structure of the chromosomes and the number of chromosomes there are. In addition, Intellectual disabilities may be primarily caused by unknown or environmental factors (Richard et al., 2015). In Julia’s case, she was prone to earaches during the first few years of her life. A study suggests that pediatricians found that those with disabilities reported having more earaches and infections than those without disabilities (Adesman, 1990). An environmental factor that could have had a major effect on Julia is the divorce her mother and her